DLSproject

=PROJECT TITLE=

PROJECT DETAILS
//Title: **Making C h ange in Your World through Civil Action **// //Collaborators: **Alison Post & Judith Roggow **// //School and District: **DeLaSalle High School, Minneapolis** // //Content Providers: State Representatives and other content experts based on students research topics; for example if their project has to do with wetlands they may work with someone at the Department of Natural Resources // //Grade level: 12 // //Subject Areas: Government // //Recommended Time Frame: 2-3 weeks or Weekly tasks spaced over a Semester // //Technology: Our school implemented an iPad 1:1 initiative, all students had an iPad2 for this project. In addition Flip Cameras were made available for them to use in the project. This project could be completed without a 1:1 device distribution by using computer labs, Skype, and video cameras. //

MN State Standards Alignment
//(Because all content areas have different structure please provide content area, strand, substrand and standard. Basically anything that is listed before the standard, see example below.)//

Social Studies Language Arts
 * VII. Government and Citizenship
 * A. Civic Values, Skills, Rights and Responsibilities
 * The student will analyze various methods of civic engagement needed to fulfill responsibilities of a citizen of a republic.
 * 1) Students will demonstrate the ability to use the print and electronic media to do research and analyze data.
 * 2) Students will compare, contrast, and evaluate various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice.
 * 3) Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions.
 * 4) Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation.
 * II. Writing
 * A. Types of Writing
 * The Student will compose various pieces of writing.

Other Standards
AASL Standards for the 21st Century Learner
 * 3.1.2 Participate and collaborate as members of a social and intellectual network of learners

21st Century Skills -- Social Studies
 * Communication: Analyze, synthesize, organize, and present information from the Social Sciences in a clear and effective format.
 * Critical Thinking: Collect & analyze information about a Public Policy Issues from diverse electronic news sources look for bias and analyze how information is interpreted.
 * Contextual Learning: Identify and participate in activity that will improve your local community based on an objective evaluation of critical community needs.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Information & Media Literacy: Locate, capture, reference & present information using multiple electronic formats from sources that offer diverse perspectives about local governments in different communities.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Collaborative Skills: Reach a consensus on a viable action that could be taken relative to a political and/or social issue & then act accordingly.

BEGIN WITH THE END IN MIND
//What are the big ideas for your project?// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">__Identify Key Skills__
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Analyze Contemporary Problems
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Collaborative Tools
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Electronic Reference Tools

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Habits of Mind __
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Questioning & Posing Problems
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Good problem solvers know how to ask questions to fill in the gaps between what they know and what they don't know. They recognize discrepancies and phenomena in their environment, probe for explanations and information and are inclined to ask a range of questions.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Applying Past Knowledge to New Situations
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Good problem solvers learn from experience. When confronted with a new and perplexing problem, they will often turn to the past for guidance. They call upon their store of knowledge and experience for sources of data and for processes that will help them solve each new challenge. Furthermore, they are able to abstract meaning from one experience, carry forth, and apply it in new and novel situations.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Creating Imagining & Innovating
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Good problem solvers have the capacity to generate novel. original. clever, or ingenious products, solutions and techniques. Creative beings develop that capacity, trying to conceive different problem solutions by examining alternative possibilities from many angles, They tend to project themselves into various roles using analogies.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Thinking Interdependently
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Good problem solvers realize that all of us together are more powerful, intellectually and physically, than anyone individual. We find our selves increasingly more interdependent and sensitive to others' needs. Problem solving has become so complex that no one has access to all the data needed to make critical decisions; no one person can consider as many alternatives as several people can.

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">District Outcomes __
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Technology in the Curriculum
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Developing 21st Century Learners

CRAFT THE DRIVING QUESTION
//What is the significant question that will drive this project?// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">How can you make your community a better place through civil action?

PLAN THE ASSESSMENT
//What are the products and artifacts for this project?// Define products and artifacts early in the project, during the project, and at the end of the project. Include criteria for assessment with each product. Products and artifacts should align with the standards and outcomes for the project.

Below we have listed the 3 assessment we are going to use on this project and what standards are being assessed.

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Start to Research Topics __

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">21st Century Skills -- Social Studies -- Information & media Literacy skills
 * Students will use checklist to demonstrate proper process and use appropriate online resources given to them by teacher.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">MN Social Studies Standards VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"> 1. Students will demonstrate the ability to use the print and electronic media to do research and analyze data. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"> 2. Students will compare, contrast, and evaluate various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"> 3. Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions.
 * The student will analyze various methods of civic engagement needed to fulfill responsibilities of a citizen of a republic.

Explanation: Specific databases should be chosen by teacher to ensure that the students are not just "Googling" the topic. Student need to understand that the searches that are done on Google are not always academic in nature. Guiding their search at the beginning is crucial so they are not wasting time with endless pages of non-essential information.

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Peer Review (1 & 2) __

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">AASL Standards for the 21st Century Learner -- 3.1.2 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Participate and collaborate as members of a social and intellectual network of learners

Explanation: Peer Reviews are meant to be constructive criticism by their peers. The activity is set up so the group being critiqued cannot not talk during the session, they can only take notes. We imagine one way of assessing this activity would be to look at the notes each group took to make sure that the activity was being done properly and that everyone contributed to the review. It is important to get another groups' point of view on their topic therefore seeing the topic through another persons experiences.

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Final Proposal __ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Minnesota State Social Studies Standards IIV GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"> 4. Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">21st Century Skills -- Social Studies --Contextual Learning <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Identify and participate in activity that will improve your local community based on an objective evaluation of critical community needs

MAP THE PROJECT
//How will the project be organized?// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">This project is meant to supplement the 12th grade U.S. govt. Course. In this project students will learn to use online databases other than a basic Google search to research issues that they believe need to be changed within their communities. Students will use multiple forms of technology (i.e., video cameras, iPad 2, desktop computers, and video conferencing) to gain expert knowledge on a topic of their choice and ultimately present a proposal for new legislation to their representative. It is not designed to be a stand alone unit. The project will be done throughout a semester.

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">PreProject Teaching: __
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Attention grabber activities:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Option 1: To introduce the project students will watch the YouTube video "World without Law" http://www.youtube.com/watch?v=so1Kgz-VBPk&feature=youtube_gdata_player as part of the understanding why laws are created. As a real life example the class will discuss the lack of civil law and the impact of Hurricane Katrina. In conclusion students will brainstorm and discuss other instances in history when there was a lack of law.
 * Option 2: Break students up into groups and assign them an important law in the history of the United States. In groups have them answer the questions listed in the Legislation Doc. Then bring the groups back together and answer what the world would be like if each one of those laws was not passed.

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"> -- Legislation Doc --

__<span style="background-color: #ffffff; color: #000000; font-family: Arial; text-decoration: none; vertical-align: baseline;">Step by Step instructions for Project __ >
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Start to research topics (utilize the Issues databases on the Library Website)
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Find out what laws are in use that pertain to your topic.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Pick a topic
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Brainstorm questions that may arise when researching and writing proposal
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Research your topic to write/make the law
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Decide what law you will propose
 * 7) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Write up proposal with explanation and research
 * 8) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: #000000; font-family: Arial; text-decoration: none; vertical-align: baseline;">Peer Review Using the PBL Critical Friends Tuning Protocol [|__http://www.bie.org/images/uploads/diy_downloads/Critical_Friends.ppt__]
 * 9) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Rewrite proposal per peer review
 * 10) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Contact a content expert with questions on your proposal.
 * <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-decoration: none; vertical-align: baseline;">Video Conference or Videotape the interview
 * 1) Revise proposal based on input and share revision with teacher
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Contact your representative's office about reviewing the proposal
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Interview and obtain feedback on proposal
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Rewrite and submit proposal to instructor
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Send final proposal to the Representative's office
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 110%; text-decoration: none; vertical-align: baseline;">Create a PDF of proposal to submit to class website.

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Student Check List

Post Project
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Students will present a 3min. summary to the class of proposal and critique of their own project.

MANAGE THE PROCESS
//How will you manage and facilitate this project?// <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">This project will be fluid, students will always have access to the teacher and the librarian for assistance throughout the project not only at the specified checkpoints. Throughout, this project was differentiated in several ways. First the method of differentiation was content-based - students were able to choose their own topic. Second they were able choose their own method of the the interview process (videotape, video conference or other manner). Finally students reflected on the project to the entire class. They were asked to reflect on what worked in this project, and what didn't. They were asked if they truly felt like they understood the driving question "how can you make your community a better place through civil action?" Finally, they were asked how the technology (iPads, FlipVid and videoconferencing) impacted the project.

=PROJECT RESOURCES=

Videoconference Lesson Plan
Upload as a word document or lesson plan.

Documents
Upload as a word document or lesson plan.



Media Files
YouTube Video for Attention Grabber Option 1: []

Web Resources
Minnesota State Legislature Home Page (Find who represents you at the state level and other state resources) []

Buck Institute for Education [|http;//www.bie.org]